Senior high school principal's perceptions of the importance of the competencies and related skills in the "Guidelines for the Preparation of School Administrators"

Abstract

The purpose of this study was to investigate and analyze the importance of competencies and related skills in the AASA "Guidelines for the Preparation of School Administrators" as perceived by senior high school principals. Of the sample, 356 senior high school principals who were members of the National Association of Secondary School Principals national marketing sample, 76.2% returned the questionnaire in a usable state. Findings: (1) The Guidelines were considered by the principals to be applicable to their success as administrators. Responses had means that ranged from 1.605 to 2.977, indicating a range from above "of moderate importance" to "of critical importance." (2) Principals of 81 or more teachers exhibited more favorable responses to the Guidelines than principals of 1 to 40 teachers for the variables, "Climate assessment methods and skills," "Multi-cultural and ethnic understanding," "Theories of cognitive development and the sequencing/structuring of curricula," "Development/application of valid and reliable performance indicators for instructional outcomes." (3) Principals of schools with over 1100 students exhibited more favorable responses to the Guidelines than principals of schools with 1-300 students for variables stated in findings number 2, and the variables: "Designing, implementing, and evaluating a school staff improvement program which utilizes mutual staff and student efforts to formulate and attain school goals," "Group process, interpersonal communication, and motivation skills," "Conflict mediation and the skills to accept and cope with inherent controversies," "Planning/futures methods to anticipate occupational trends and their educational implications," "Management of change to enhance the mastery of educational goals," and "Using clinical supervision as a staff improvement strategy." (4) The level of college or university preparation of the principal had little or no effect upon responses except for the variable, "The political strategies to pass bond, tax, and other referenda," in which principals with a doctorate had significantly different responses than principals with masters or bachelors degrees. Conclusions: Senior high school principals supported the efficacy of the "Guidelines" in representing the competencies and related skills applicable to their success. The findings do not preclude a broad usefulness of the Guidelines in the preparation of senior high school principals.